Pastoral Lead (Key Stage 3 and 4) in Stockport

At the heart of the Trust's vision is a belief that students deserve the best educational experience with aspirational curriculum provision and enrichment opportunities. We strive for personal and academic achievement within a safe, inclusive and enriched learning environment: opening minds, opening doors to learning opportunities and opening up pathways to successful futures.

To provide strategic support to the Deputy Headteacher responsible for Behaviour and Attitudes. To have operational oversight of alternative provision across the school.

Responsibilities

• Weekly Class Charts tracking and monitoring to identify behavioural escalations and thresholds linked to all year groups.
• Full report card tracking and monitoring from FT report to SLT report/Personal Support Plan (PSP) across all year groups.
• Lead on the monitoring of Action and Removal data to reduce re‑offending, identify patterns and trends and pre‑empt behavioural issues.
• Leadership of the pre‑Inclusion Behaviour Plan (IBP) process to include identification of key subjects, times, periods, staff to apply preventative strategies.
• Leadership of the IBP process to include parental meeting, evidence‑based discussion, voice of the parent, voice of the child linked to FT/PIM/HOY report, agreed timescale, agreed support and interventions with stepped review dates identified- RAG progress.
• Agreement regarding daily grounding/support timescale and format.
• Coordination of the Pastoral Support Plan process through liaison with the SLT link where necessary via the Deputy Headteacher Interventions.
• Use of behaviour data, report tracking process, pupil profiles, attendance data, progress data and identified actions from behaviour management structure to inform intervention groups via IPMs.
• Take an active role in the Inclusion Panel Meetings to specifically target students who are at/transitioning beyond the KSIL report and associated IBP or require additional support linked to attendance and progress.
• Lead on the identification of pathways for student intervention to be identified to factor and external intervention including Highfields and other Alternative Provisions and external providers e.g. Thrive.
• To lead on the reduction of punctuality incidents across the school by leadership and oversight of detentions and interventions Alternative Provision.
• Establish an effective working relationship with high quality alternative provisions.
• Ensure all service level agreements (SLA) are implemented effectively and with rigor.
• Ensure the safeguarding of all pupils at the alternative provisions through robust quality assurance.
• Ensure the curriculum followed is aligned with RVHS expectations and standards.
• To audit and ensure the personal development offer of alternative provisions meets statutory requirements.
• To undertake daily walk‑about duty to identify daily patterns and trends in terms of behaviour and liaise with year teams where necessary.
• Supervision of behaviour 'hot spot' locations and communication with pastoral team, with a focus/emphasis on higher‑level report card students- to be undertaken through current WA duty.
• Work with the DHT with the setting of a strong classroom and corridor culture, to eradicate internal truancy and build a robust isolation curriculum.
• To support KS3 and KS4 in the tracking and monitoring of pupils during the exam process in order to secure positive outcomes through positive conduct during the exam period.
• To support KS3 and KS4 with the transition process into and out of RVHS.
• Develop enrichment opportunities working with AHT of Enrichment and pupil leadership for KS3 and KS4 to support pupil inclusion.
• To lead on the reduction of U‑codes and improve punctuality to school across KS3 and KS4.
• Return from suspension monitoring - reduction of RO.
• Work collaboratively on the pre‑suspension process to incorporate welfare, OPP and SEN needs.
• Lead on the consistent application of the pre‑suspension process to include the issuing of simplified suspension guidance, parent and student reflection sheet and expectations upon return to school and communication of SLT Link availability.
• Work collaboratively with the Head of Year where necessary to ensure consistent application of the return to school reintegration process.
• Social and emotional support – support in the effective roll‑out and monitoring of Developmental Help/Behaviour modification programmes delivered through motivational group work or one‑to‑one personalised support.
• S.E.A.L – to help raise self‑esteem and promote emotional self‑regulation.
• Solution‑focused therapy to help students identify barriers to learning and empower them to set their own goals to effect change, build independence, resilience and problem‑solving skills.
• Mindfulness guided activity sessions to help students manage stress and anxiety and increase their wellbeing.
• Initiation of contact with other support agencies on behalf of the school, to engage the support of parents/carers and liaise with all parties on a regular basis. This will include preparing and managing meetings with outside agencies.

General Expectations

• Work towards and support the academy vision and current objectives outlined in the Academy Improvement Plan.
• Contribute to the school's programme of extra‑curricular activities e.g. helping at Open Evening.
• Support and contribute to the school's responsibility for safeguarding students.
• Work within the school's health and safety policy to ensure a safe working environment for staff, students and visitors.
• Work within the Trust's School's Equality Objectives to promote equality of opportunity for all students and staff, both current and prospective.
• Maintain high professional standards of attendance, punctuality, appearance, conduct and positive, courteous relations with students, parents/carers and colleagues.
• Adhere to policies and circulars.
• To undertake any other duties commensurate with the grading of the post as directed by the Headteacher.

Experience

• Have experience of working successfully with pupils/young people and their families.
• Have experience of providing pastoral support/interventions to pupils.
• Have a clear understanding of pastoral and pupil guidance and support issues in schools.
• Experience of using effective behaviour modification programmes and strategies.
• Be able to establish relationships with pupils and their families.
• Have the ability to organise, motivate and inspire students.
• Experience of working successfully with pupils with A/I Essential Social, Emotional and Behavioural Difficulties.
• Experience of working with pupils/young people and their families.
• Experience of resource preparation to support learning programmes.
• Experience of working in a Community/family setting (Desirable).
• Experience of contributing to, implementing and reporting on personal action plans and EHS's (Desirable).
• Evidence of excellent teaching and classroom management skills (Desirable).

Qualifications

• GCSE Level Maths and English (Grade 9‑4 or A/C/I Essential equivalent).
• Teaching related qualification e.g. QTS/HLTA A/C/I (Desirable qualification or equivalent).
• Training in SEBD/SEN A/I (Desirable).

Knowledge

• Excellent communication skills written and verbal with the ability to communicate effectively with a wide range of audiences including education and care professionals, school staff, pupils and their families (A/I Essential).
• Knowledge of record‑keeping systems (A/I Desirable).

Skills & Abilities

• Good literacy and numeracy skills (A/I Essential).
• Ability to develop positive relationships with the target groups (A/I Essential).
• Ability to lead and motivate others (A/I Essential).
• Ability to create and deliver an ambitious vision for SEMH pupils (A/I Essential).
• Ability to work effectively with colleagues from across the curriculum (A/I Essential).
• Ability to work on one's own initiative (A/I Essential).
• Ability to maintain complete confidentiality, and act with sensitivity and discretion at all times (A/I Essential).
• Ability to contribute to whole school improvement (A/I Desirable).

Attitude & Approach

• Smart, professional appearance.
• Positive and proactive approach to continuous improvement.